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1Marquette University
Getting Started: Reimaging Your Course
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2Marquette University
Eric Kowalik
Instructional Designer
Presenters
Janna Wrench
Instructional Designer
Britney ManningInstructional Designer
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3Marquette University
▪ Provide a general overview of backward design.
▪ Explain the importance of learning outcomes and how they guide the design
process.
▪ Provide best practices for organizing your blended or online course.
▪ Explain strategies to optimize lecture materials for blended and flexible learning.
▪ Discuss when and why to use synchronous instruction.
Presentation Agenda
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4Marquette University
Starting With the End First
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5Marquette University
Backward Design Model
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6Marquette University
Questions for Alignment▪ What teaching strategies will you use to introduce your
students to these concepts or skills?
▪ What activities and assignments will encourage deepened
engagement with these concepts or practice of these skills?
▪ Where in the course is it appropriate to ask students to
demonstrate their progress toward these goals (in ways that
are ungraded and graded)?
▪ What kind of feedback from you will help students to improve
their progress?
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7Marquette University
Course Alignment Matrix
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8Marquette University
Course Alignment Matrix
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9Marquette University
Course Alignment Matrix
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10Marquette University
Crafting SMART Objectives
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11Marquette University
Be SMART With Your Objectives
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12Marquette University
3 Elements of an Ideal Outcome
▪ Action verb(s)
• Describe, Explain, Demonstrate
▪ Subject
▪ Context
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13Marquette University
Some Examples
▪ Original version -
• Understand immigration policy.
▪ Revised version –• Describe the history of American immigration
policy.
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14Marquette University
Some Examples
▪ Original version -
• Describe and create a marketing plan for
your organization.
▪ Revised version –• Create a marketing plan for your organization.
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15Marquette University
Some Examples
▪ Original version -
• Become familiar with the elements of
editing.
▪ Revised version –• Identify elements of editing, including composition,
setting and lighting.
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16Marquette University
Some Examples
▪ Original version -
• Explain the benefits of various exercise
modalities for an elderly person.
▪ Revised version –• Determine the most appropriate exercise modality
for health maintenance in the patient who is elderly.
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17Marquette University
Learning Outcome Builder
https://byrdseed.com/differentiator/
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18Marquette University
THINK IN CONCEPTS RATHER THAN LECTURES
When creating or adding content for
online/hybrid delivery:
• Think about the size of content. Can this be
chunked as concepts or theories,
deliverable in small pieces.
• Think about the mode of delivery. Can
delivery method be varied? Video, graphic,
pod cast, study guide, etc?
• Convert Power Points into Study Guides
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19Marquette University
Optimizing Lectures
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20Marquette University
What do I do with my lectures if they aren't in person?
Select the portions that are specifc to you (ie. Stories, examples)Select
Make discussions or activities from themMake
Chunk them into smaller portionsChunk
Create alternatives for lecturesCreate
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21Marquette University
Example
PowerPoint dropped into 5 buckets
Repeated information
Study Guide
Discussions Project Short Video
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22Marquette University
Organizing a Flexible Course
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23Marquette University
Don’t Throw It Out! Think Plan B & C
BLENDED CLASS: (MWF)
➢ MONDAY: ➢ Face-to-face lecture and set-up activity for
the week.
➢ WEDNESDAY:
➢ 1/3 of the class has a discussion with the professor face-to-face while 2/3 have
asynchronous, student-led discussions
online using D2L or Teams.
➢ FRIDAY: ➢ Class meets using Teams to do small-group
and partner discussions.
SAME CLASS MOVED ONLINE
➢ MONDAY: ➢ Watch a short online lecture and participate
in an online activity with your classmates (a
debate, etc.). The online activity could be
synchronous (Teams/D2L) or asynchronous
(D2L).
➢ WEDNESDAY:
➢ 1/3 of the class has a synchronous Teams
discussion with the professor, 2/3 have
asynchronous discussion .
➢ FRIDAY:
➢ Class meets synchronously on Teams to do
small-group and partner discussions.
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24Marquette University
Plan A – In Person▪ Discussion – face-to-face
▪ Group Activity
▪ Role Playing
Smaller Lecture example
Plan B - Online▪ Reflection
▪ Group Activity using
collaborative tools
▪ Role Playing via Teams
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25Marquette University
Synchronous Instruction
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26Marquette University
▪ Make sure to have your expectations
about times and meetings clear in the
syllabus.
▪ Make sure to post announcements or
send emails to students as things may
change.
Communication is Key
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27Marquette University
Teams Hand Raise
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28Marquette University
Teams Polls
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29Marquette University
Teams Breakout Rooms
https://www.marquette.edu/remote-work/breakout-meetings.php
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30Marquette University
Teams Kahoot
https://support.kahoot.com/hc/en-us/articles/360046877633-Kahoot-s-Microsoft-Teams-app
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31Marquette University
Microsoft Whiteboard – PC Only
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32Marquette University
Reflection in Multiple Modalities
https://www.marquette.edu/business/about/favorite-things.php
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33Marquette University
▪ Examples
• Muddiest point
• Think Pair Share
• Group Work
Synchronous Instruction In Person
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34Marquette University
Course Template
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35Marquette University
Course Template
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36Marquette University
Start Here :
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37Marquette University
Activities and Assessments
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38Marquette University
Activities and Assessments cntd.
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39Marquette University
Questions & Discussion
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40Marquette University